A COURSE IN 
ENGLISH FOR 
COMMON 
SCHOOLS 

MARY F. HYDE 



An Outline Designed 
to accompany 

HYDE^S STATE SERIES 



a C HEATH & CO. 

BOSTON 
NEW YORK 
CHICAGO 



OUTLINE 




OF 



IN ENGLISH 



Vv\< 






TO ACCOMPANY 



HYDE'S STATE SERIES 
IN ENGLISH. 



BOSTON, U.S.A. 
D. C. HEATH & CO., PUBLISHERS 

1898 









23126 



Copyright, 1894, 1898, 
By 
MARY F. HYDE. 



I Offi 1-1898 )) 



The Heart of Oak Books 



A Series of Reading Books 
for Home and School, ' 
edited by 

CHARLES ELIOT NORTON 

Professor in Harvard University; Editor of the Carlyle-Emerson Corres- 
pondence; Translator of Dante's Divine Comedy; Literary Executor 
of James Russell Lowell, etc. 

Book I Rhymes and Jingles* J 00 pages • ♦ • 25 cts» 

Book II Fables and Nursery Tales* t42 pages ♦ ♦ 35 cts. 

Book III Fairy Stories and Classic Tales* 265 pages ♦ 45 cts* 

Book IV Masterpieces of Literature* 303 pages . * bS cts* 

Book V Masterpieces of Literature* 359 pages • ♦ 65 cts. 

Book VI Masterpieces of Literature* 367 pages * * 75 cts* 

Chosen with special reference to the cultivation of the imagination, and the 
development of a taste for good reading, this little library cannot fail to fulfil its 
purpose. — The Nation. 

I know of no series upon the whole so captivating, from the earliest classic 
nursery rhyme to the most select and noble productions of great essayists, chron- 
iclers and poets. — Edmund Clarence Stedman. 

D* C* HEATH & CO* . 

PUBLISHERS 

Boston New York Chicago 



->xf 



THE WALSH ARITHMETICS 

are new in methods and practical in arrangement. 



DISTINCTIVE FEATURES. 

The spiral plan of development is followed. All 
subjects are taught inductively . The principles of alge- 
bra zndi geometry are introduced when they are necessary 
to make clear the arithmetical processes. 

The series contains more problems than any other 
common school series. 

Puzzles and ''catch problems" are entirely omitted. 

Rules, model solutions, etc., are given only in the 
teachers^ manual. 

' The books are thoroughly practical and well graded. 

If you are not familiar with the series, write for 
further information and terms. 

D. C. HEATH & CO. 

BOSTON 
NEW YORK 
CHICAGO 



GENERAL SUGGESTIONS. 



PROGRAMME OF WORK. 

Dkvotk a definite period to English each day. Pupils lose 
interest in the subject, forget directions that have been given 
them about their written work, and fall into careless habits 
of expression if they are not required to keep up a daily 
practice in using correct forms. 

Part of the period devoted to this subject should be spent 
in class work with the teacher, and part in individual work 
by the pupils at their desks. This gives the teacher an oppor- 
tunity to present new topics orally to the class, to review the 
pupils upon points previously considered, or to take up other 
work suited to a class exercise; and it gives the pupils an 
opportunity to make an independent application of the facts 
learned. 

PRESENTATION OF NEW TOPICS. 

The method of presenting new topics must depend largely 
upon the nature of the subject to be taught, upon the age 
and advancement of the pupil, and upon the capabilities of 
the teacher; but whatever the conditions, the object should be 
not to teach the pupil a mere form of words, or to require him to 
repeat ever so accurately formal definitions and rules, but to lead 
him to think — to see truth for himself, and to state in correct 
language what he sees. 

To accomplish this end, teach by means of questions. Ask 
questions that will lead the pupil to discover by his own effort 
the truth that you wish to communicate. 

(5) 



COURSE OF STUDY. 



Decide beforehand upon your general plan of questioning — 
what points you will make clear and what questions you will ask 
to turn the pupil's thought in the right direction. 

The questions in the book are suggestive merely. The teacher 
should add such questions of her own as may be needed to make 
the subject clear to her pupils. 

Conduct the exercise in such a manner as to arouse the thought 
of every pupil in the class. Call upon individual pupils in oral 
exercises of this kind, but do not call upon the pupils in regular 
order. Ask the question before calling the name of the pupil 
who is to answer it, that each pupil may think out an answer to 
every question asked. 

Give slow, timid pupils time to think, but do not fall into the 
habit of questioning too slowly. Rapid questioning on the part 
of the teacher leads to rapid thought on the part of the pupils. 

Require the pupil to answer the exact question asked. Do not 
accept an answer to a related question. 

Never repeat a question for the benefit of an inattentive pupil, 
but call at once upon some one else. 

APPLICATION OF FACTS LEARNED. 

An oral exercise of the kind just described should be followed 
by a written exercise in which the pupil is given an opportunity 
to apply the knowledge gained. 

Throughout this series, oral and written work are carried on 
together, the oral work being preparatory to the written work. 
The oral exercise, rightly conducted, leads the pupil to see 
clearly and to express himself readily and accurately; while the 
written work helps him to fix the facts learned, trains him to 
exactness of statement, and aids him in forming the habit of 
independent work. By means of these oral and written exercises 
the pupil will not only become familiar with the leading gram- 



COURSE OF STUDY. 



matical facts, but he will also form right habits of thought and 
of work, and will acquire readiness and skill in the use of 
English. 

There must be a constant application of the facts learned. 
Do not teach a fact one day and then never refer to it again, but 
give the pupil repeated practice in applying the same fact, again 
and again, in different exercises, until he applies it unconsciously 
in speech or in writing, or in both. 

Do not confine the application of facts to the recitation period 
in English. Every statement made, every question answered in 
the course of a lesson in arithmetic, geography, drawing or other 
study, should be expressed in clear, accurate, straightforward 
English. 

Correct common errors in the every-day speech of pupils, 
giving special attention to their choice and pronunciation of 
words. 

WRITTEN EXERCISES. 

All written exercises should be made steps in composition. 
Whenever the pupil constructs a sentence, whether to illustrate 
the use of a word or to state a fact, he should be required to do 
the work in such a manner as to increase his power of thought 
and to cultivate his expression. 

Require pupils to do all written work carefully, whether they 
write on slate, blackboard, or paper. If pupils are allowed to 
write exercises, day after day, showing loose thinking, careless 
penmanship, and numerous blunders in spelling, capitalization 
and punctuation, they will soon fall into habits of incorrect 
expression which it will take years to break up. Too often the 
inaccurate work of the pupil is the fault of the teacher. Either 
the pupil does not understand what he is to do, or he is aware 
that his work will be accepted, however careless it may be. The 



COURSE OF STUDY. 



teacher must inspire the pupil to put forth his best effort in every 
exercise. 

Fix upon some settled form for written exercises. When the 
blackboard is used, see that pupils pass to the board in an orderly 
manner. Assign a special space at the board for each pupil, and 
hold the pupil responsible for the appearance of that space. 
When paper is used, require paper of uniform size, and give 
specific directions about headings, margins, etc. I,et the pupil 
place upon each exercise his nam.e and the date of writing. The 
numerous script exercises in Books I. and II. furnish the pupil 
with good models for written work. 

All written work should be so planned that it can be done 
without the assistance of the teacher. One object of these 
exercises is to train the pupils to habits of self-reliance. It is the 
teacher's part to assign work adapted to the pupil's ability, to 
see that the pupil has a clear idea of what is to be done, proper 
material with which to work, a suitable place in which to work, 
and sufficient time allowed him for doing the work properly. 



DICTATION EXERCISES 

Dictation exercises are of special value in teaching plural and 
possessive forms, the uses of marks of punctuation and capital 
letters, and other points relating to forms of expression. They 
cultivate close attention, train the pupil to state correctly what 
he hears, and aid him in forming habits of neatness and 
exactness. 

Each exercise should apply some fact just learned or review 
points previously taught. (See Dictation Exercises in Book I., 
pp. 7, 13, 24, 46, 50, 53, 63, 65, 79, 86, 118, 130.) Other sen- 
tences in these books, illustrating special forms upon which the 
pupils need practice, may also be dictated by the teacher. Single 



COURSE OF GTUDY. 9 



sentences, short paragraphs in prose, stanzas of poetry and short 
letters are suitable for this purpose. 

The teacher should keep a record of the most common errors 
committed by the pupils in their written work, and should then 
prepare simple dictation exercises containing correct forms of the 
misused words. Such exercises should be given repeatedly until 
pupils use habitually correct forms. 

Before dictating the matter to the class, see that every pupil is 
supplied with the necessary materials for doing the work. When 
ready to give the exercise, read each sentence slowly once (unless 
the sentence is long) ; then require the class to write it. In dic- 
tating a long sentence, a paragraph, a stanza of poetry, a letter, 
or any similar matter, read the entire selection through first, 
in order that the pupil may know what he is to write, and 
then dictate the principal parts in the same way that you would 
dictate a short sentence. 

REPRODUCTION EXERCISES. 

Few persons are able to state clearly and accurately what they 
have heard or read. This comes partly from their failure to 
grasp the full meaning of a speaker or a writer, and partly from 
their inability to give expression to what is understood. The 
exercises in this series in which the pupil is required to give in 
his own words the substance of matter read, are designed to aid 
the pupil in forming habits of correct expression. (See Book I., 
pp. 24-25, 50, 51, 53-54, 69-71, 74, 80-81, 103-104, and Book 
II., pp. 49-51, 85-87, 250-253.) 

Should pupils need additional work of this kind the great 
variety of the selections here given will suggest the class of 
pieces that should be used. 

These exercises rightly conducted will lead the pupil to seize 
upon the leading thoughts of a writer or a speaker, will strengthen 



10 COURSE OF STUDY. 



his memory, give him command of a large number of new- 
words and phrases, and train him to write to the point. Further, 
this kind of work may be made a valuable aid, not only in train- 
ing pupils to right habits of expression, but also in adding to 
their stock of useful knowledge and in forming their taste for 
good literature. 

In the first work of this kind oral expression should precede 
written expression. First let the excercise be read aloud in class 
by the pupils. At the close of the reading, ask such questions 
as will lead the pupil to state clearly the leading points in the 
passage read. Hold your questions strictly to the line of thought. 
If the questions are properly framed, the answers to the questions 
will form a connected narrative. In answering these questions, 
the pupil should not try to give the exact language of the book, 
but should state the facts in his own way. 

Follow the oral exercise by a written exercise, in which the 
pupil is required to state in his own words the leading thoughts 
in the passage read. Help the pupil in his first written work, by 
placing upon the blackboard the questions that he is to answer. 
But after he has had some practice in this kind of work, let him 
write without such aid. 

PICTURE LESSONS. 

One of the greatest hindrances to an easy, natural expression 
of thought, is the child's self -consciousness. Anything that helps 
to overcome this is a valuable aid in the w^ork of composition. 
Hence one value of pictures in exercises of this nature. 

If pictures for this purpose are carefully selected and rightly 
used, they not only awaken the child's interest at once and help 
him to forget himself, but they also train him to habits of close 
observation, stimulate his thought, cultivate his imagination, and 
promote a free and natural style of expression. 



COURSE OF STUDY. 11 



But however attractive the pictures may be, however interest- 
ing to the children, they will be valueless for language-trainins: 
unless they are used in such a manner as to form in the pupils 
habits of clear seeing and of easy, correct expression. 

Careful preparation is needed on the part of the teacher. She 
should study the picture beforehand in general and in detail, and 
decide in advance how to arouse the pupils' interest and how to 
direct their observation. 

Begin with oral work. Children express themselves more freely 
when talking than when writing, and they will be more accurate 
in their written work if it is preceded by an oral exercise. 

First place a picture before the pupils, and let them tell what 
they see in it. By means of questions, direct their observation, 
and lead them to tell in correct language what they see. 

Ask questions at first that will call simply for observation on 
the part of the pupils, but after several lessons of this kind, 
introduce questions that will require for answers simple infer- 
ences from what is seen. For example, if the trees are bare, or if 
the children are coasting, ask what time of the year it is. Later, 
ask questions that will cultivate the children's imagination. Do 
not try to force the pupils into your own line of thought, but ask 
questions that will call for an expression of their own opinions in 
regard to the past action or the probable future action of the 
persons represented. 

Make the written work definite. Let pupils write answers to 
questions, write from suggestive headings, or write from a sug- 
gestive title merely. After they have had considerable practice 
in exercises of this nature, place a picture before them and let 
them write without assistance of any kind. 

Call upon different pupils to read aloud their written work. 
The children will not only enjoy hearing the different exercises, 
but they will learn much from one another by this means. (See 
Book I., pp. 6, 17, 20-21,31, 36-37, 47-48, 66, 77, 85, 111, 123.) 



12 COURSE OF STUDY. 

LETTER WRITING. 

Special training in letter-writing should be given in the dif- 
ferent grades. No one department of composition has a closer 
relation to every-day life than this. 

Pupils in primary classes should be trained to write short sim- 
ple letters, correct in form. The children will easily learn from 
the observation and imitation of good models (See Book I., pp. 
40-41) the proper form of an ordinary letter, and, by having their 
interest awakened in the subject of the letter, they can be led to 
an easy, natural expression of thought. 

In the higher grades, show pupils how to write different kinds 
of letters. Take up first letters of friendship, and afterwards 
give pupils practice in writing the most common kinds of business 
letters. 

Particular attention must be given to the proper form of a 
letter. Pupils must learn how to write the heading, the saluta- 
tion, the closing words, how to fold a letter, how to address the 
envelope, and where to place the postage stamp. 

Teach pupils, also, how to write and to answer invitations, 
how to write notices of public meetings, telegraphic despatches, 
advertisements, receipts, and other social and business forms. 
(See Book I., pp. 131-149, and Book II., pp. 166-178.) 

In all work of this kind, insist upon accuracy of form. 

STUDY OF SELECTIONS. 

The books in this series contain a large number of selections 
from standard writers. In the study of these selections, let the 
aim be to give the pupil the power of grasping readily and fully a 
writer's meaning, and to form his taste for good literature. (See 
Book I., pp. 86, 91-92, 124, 127-128, 152-156, and Book II., pp. 
71-74, 85-87, 151-153, 248-259.) 
- Call upon pupils to read the selections chosen, and then question 



COURSE OF STUDY. 13 



them upon the meaning of the passages read until they not only 
see and feel the thought expressed, but can re-state it in their own 
language. 

This careful study of choice selections furnishes one of the best 
means of awakening the pupil's interest in the meaning of words 
and enlarging his vocabulary. 

Let pupils copy and memorize some of the best passages. 



OUTLINE OF WORK IN ENGLISH. 



THIRD YEAR. 

[Hyde's "Practical I,essons in the Use of English"— State Series, pp. 1-56.] 

Se)nte:ncks. — Correct form and use of statements, questions 
and commands. 

Words. — The correct use of the word // of the word you; 
and of common verbs frequently misused, like is and are; was 
and were; has and have. 

CapitaIv Lkttkrs. — At the beginning of a sentence; at the 
beginning of each word in the name of a person; the initial of a 
word in a name; at the beginning of the name of a city; of the 
name of a street; of the names of the days of the week; of the 
names of the mpnths; of a quoted sentence; the word /. 

Marks of Punctuation. — Period after every complete state- 
ment; after a command; after an abbreviation. Interrogation 
point after a question. Comma with the name of a person 
addressed; in dates; and in addresses. Quotation marks with 
undivided quotation. Apostrophe in common contractions. 



14 COURSE OF STUDY. 

Contractions. — Forms of common contractions, like carvt^ 
doesn't, don't, Fll, Fve, isn't, if s^ there's* 

Abbreviations. — Mr., Mrs., St. (street), Av. or Ave. (ave- 
nue), Co. (county), and the abbreviations of the names of the 
days of the week and of the names of the months. 

Addresses. — Use and correct form. The pupil should be able 
to write his own address, the address of his father or guardian, 
and the addresses of some of his acquaintances. 

Dates. — Correct form of reading and of writing dates. 

Composition. — Reproduction of short stories, first oral then 
written; brief descriptions of pets, games, familiar occupations, 
etc. ; simple descriptions of pictures, and stories told or written 
from them; short letters, correct in form. 

Literature. — Short selections of poetry to be memorized by 
the pupils. 

Supplementary Exercises. — For supplementary work: 

1. Give dictation exercises, adapted to the special needs of 
the class, once a week or oftener. (See "General Suggestions.") 

2. Give frequent exercises in reproduction. For this grade, 
the selection should not be more than ten or fifteen lines in 
length. Short fables, facts about plants and animals, anecdotes 
about noted persons, or similar material, may be used. (See 
"General Suggestions.") Suitable fables are: 

The Dog and His Shadow. 
The Boys and the Frogs. 
The Fox and the Grapes. 
The Dog in the Manger. 
The Boy and the Nettles. 

3. Give occasional lessons from pictures. (See "General 
Suggestions.") 

4. Let pupils commit to memory and recite at least one stanza 
of poetry a week. Poems like the following are suitable: 



COURSE OF STUDY. 15 



Houghton's "Lady Moon." 
Stedman's "What the Winds Bring." 
Larcom's "The Brown Thrush." 
Coleridge's "Answer to a Child's Question." 



FOURTH YEAR. 

[Hyde's "Practical IvCssons in the Use of English"— State Series, pp. 57-97.] 

Continued application of the facts taught in the preceding 
grade. 

The: Skntknce. — The two parts of a statement. Give suffi- 
cient practice to enable the pupil to recognize at once the office 
of each part of any simple statement. 

Offices of Words. — Words used as names, proper and com- 
mon; words used for names; words that describe or point out 
objects. Special study of this and that, and of the and an or a. 

Forms of Words. — Plural forms of nouns; possessive forms 
of nouns. 

Capitai, Letters. — Capital letter at the beginning of a proper 
name; a word derived from a proper name; a title used as part of 
a name; the name of a religious sect; the name of a political 
party; the important words in the title of a book, a newspaper, 
or any other composition; any name or title of God; the first 
word of a line of poetry. 

Abbreviations. — A. M., Capt., Col. (Colonel), Dr. (Doctor), 
E., Esq., Gen., Gov., Hon., Jr. or Jun., Lieut., M., M. D., N., 
N. A., P. M., Pres., Prof., Rev., S., Sr. or Sen., Supt., U. S., 
W., and the abbreviation of the name of the pupil's own State. 
(See Book I., pp. 157-158.) 

Composition. — Reproduction exercises; picture lessons; simple 
descriptions of familiar things; narration of personal experiences. 



16 COURSE OF STUDY. 

Literature. — Careful study of choice selections; short poems 
to be studied and memorized. 

Supplementary Exercises. — See "Suggestions for Third 
Year. " Work similar to the following may be given in addition: 

1. Give frequent dictation exercises containing, {a) plural 
forms of nouns; {b) possessive forms of nouns; {c) the uses of 
capital letters and marks of punctuation taught in this grade and 
the previous ones. 

2. Let pupils reproduce in their own language, (a) facts 
learned in connection with nature studies; {b) the substance of 
reading, geography and history lessons; {c) simple narrative 
poems; (d) short stories told or read by the teacher. 

The children of this grade should be made familiar with at 
least six well-known fables in addition to the ones given in the 
text-book. Suitable fables: 

The Fox and the Crow. 

The Father and his Sons. 

The Crow and the Pitcher. 

The Hare and the Tortoise. 

The North Wind and the Sun. 

The Town Mouse and the Country Mouse. 

3. Give occasional picture lessons. (See "General Sugges- 
tions.") 

4. Let pupils write short letters at least once a week until 
they master the correct form of a letter. (See Book I., pp. 40-41.) 

5. Pupils should study, commit to memory, and recite at least 
one stanza of poetry a week. The following are appropriate 
selections : 

Lowell's "The First Snowfall." 
Extracts from Longfellow's "Hiawatha." 
Wordsworth's "We Are Seven." 
Whittier's "The Barefoot Boy. " 



COURSE OF STUDY. 17 



FIFTH YEAR. 

[Hyde's "Practical I^essons in the Use of EInglish"— State Series, pp. 98-158.] 

Continued application of facts taught in previous grades. 

Offices of Words. — Review the work of the preceding grade. 
Teach in addition : 

Words that assert; subject of verb; transitive and intransitive 
verbs; singular and plural forms of verbs. 

Words that show how, when^ and where. Give special attention 
to the double negative. 

Words that show relation; words that connect; words that ex- 
press sudden feeling. 

Forms of Words. — Nominative, possessive, and objective 
forms of pronouns. Use of/, he, she, etc., after is and was. 

Aebrfviations. — Co. {company), D. C, D. D., LL. D., M. C, 
Messrs., Mt., No., p., Ph. D., P. M. {postmaster), P. O., P. S., 
R. R. , and the abbreviations of the names of the several States 
and Territories of the United States. (See Book I., pp. 157-158.) 

Composition. — Reproduction exercises, description of familiar 
things; descriptions of special acts or processes; stories from 
pictures. 

Special study of letter- writing. Thorough training upon the 
different forms of heading, address, salutation, conclusion, and 
superscription required for letters of various kinds. Particular 
attention to business letters. 

LiTERATURK. — Careful study of choice selections, with especial 
reference to the thought expressed. Short poems to be studied 
and memorized. 

Supplementary Exercises: 

1. By means of dictation exercises give pupils practice in 
applying facts taught in previous grades. 



18 COURSE OF STUDY. 



2. Give exercises in reproduction in connection with lessons 
in, (a) reading; (3) geography; (c) history. 

3. Occasionally let the pupils change a simple narrative or 
descriptive poem to prose. 

4. Give picture lessons as in previous grades. 

5. Choice poems should be studied, memorized and recited as 
often as once a month. Suitable poems: 

Longfellow's "The Arrow and the Song." 

Westwood's 'Xittle Bell." 

Bryant's "The Death of the Flowers." 



SIXTH YEAR. 

[Hyde's "Practical English Grammar"— State Series, pp. 1-24.] 

Continued application of facts taught in previous grades. 
Grammar : 

1. The sentence. 

2. Classes of sentences — declarative, imperative, interroga- 
tive, exclamatory. 

3. Parts of the sentence — subject and predicate. 

4. Parts of speech — noun, pronoun, adjective, verb, adverb, 
preposition, conjunction, interjection. 

Two classes of exercises should be given in connection with the 
study of the parts of speech. First, the pupil should be trained 
to observe and to state the specific offices of words in sentences, 
and second, he should be required to illustrate these various uses 
by the construction of original sentences. Special emphasis must 
be placed upon the fact that the use of a word in a sentence, and 
not its form, determines the class to which the word belongs. 

Capitai. Letters. — Review the uses of capital letters taught 
in previous grades, and teach all other ordinary uses. (See 
"Practical English Grammar," pp. 260-26L) 



COURSE OF STUDY. 19 

Marks of Punctuation. — Teach the most common uses of 
the marks of punctuation not taught in previous grades. (See 
^'Practical English Grammar," pp. 261-264.) 

Abbreviations. — Review abbreviations taught in previous 
grades. Teach in addition the abbreviations A. B., acct., A. D., 
A. M., anon., B. C, C. O. D., Cr., ct., do., e. g., etc., &c., inst., 
M. C, MS.,MSS.,N. B., percent, prox., ult., U. S. A. (See 
''Practical English Grammar," pp. 266-268.) 

SUPPI.KMENTARY EXKRCISKS: 

1. Dictation : frequent exercises in dictation, introducing 
plural and possessive forms of nouns; the use of quotation-marks, 
uses of capital letters and marks of punctuation taught in previous 
grades, and common abbreviations used in letter-writing. 

2. Composition: description of familiar things; narration of 
simple events; reproduction of matter read or heard; abstracts of 
lessons in geography and history; and compositions from outlines 
upon other subjects in which the pupil must give the result of his 
own observation or reading. 

3. Letter- writing: continued practice in letter- writing, with 
special attention to business letters of various kinds. 

4. Literature: careful study of choice selections of prose and 
poetry, with especial reference to the thought expressed. Pupils 
should memorize and recite a choice poem at least once a month. 

Suitable poems : 

Addison's "Spacious Firmament on High." 
Bryant's "The Planting of the Apple- Tree." 
Tennyson's "The Brook." 



SEVENTH YEAR. 

(Hyde's "Practical English Grammar"— State Series, pp. 25-180.) 

Grammar: 

1. Review of the parts of speech. 



20 COURSE OF STUDY. 



2. Nouns: classes; inflections; and leading constructions in 
ordinary sentences. Give special training upon the correct use 
of singular and plural forms of nouns, and upon the use of pos- 
sessive forms, including compound possessives. 

3. Pronouns: classes; declension; constructions. Particular 
attention to the correct use of nominative, possessive, and objec- 
tive forms of pronouns. 

4. Adjectives: classes; comparison; use. Special study of 
adjectives commonly misused, such as, awful^ splendid, real, ugly, 
etc. 

5. Verbs: classes, according to form and use; voice; mode; 
tense; person and number. Special study of participles, infinitives, 
and auxiliary verbs. 

Thorough training upon the correct use of verbs often misused, 
such as lay and lie, sit and set, shall and will, should and ivould^ 
learn and teach, ?nay and can, think and guess, stop and stay. 

6. Adverbs: classes; comparison; use. 

7. Prepositions: special study of relations expressed by prepo- 
sitions; correct use. 

8. Conjunctions: classes; use. 

9. Interjections: use. 

Marks of Punctuation. — Comma to separate explanatory, 
intermediate, and transposed expressions from the remainder of 
the sentence; quotation-marks, with divided quotations. 

The Paragraph. — Special study of the paragraph. 

Composition. — Exercises in description and narration with 
special study of good models from standard literature; reproduc- 
tion of matter read or heard; letter- writing, including invitations 
and other social forms; business forms, including bills, receipts, 
advertisements, notices of public meetings, telegraphic despatches, 
etc. 

Literature. — Careful study of choice selections, with especial 



(copy) 

CLEVELAND, OHIO, PUBLIC SCHOOLS. 

Office of Superintendent of Instruction, 

190 Euci^iD Ave:nub. 

August 30, 1897. 
Gentlemen: — 

Your recent note making inquiries in reference to the Natural System 
of Vertical Writing has been received. In response I have to say that we 
have used the system one year in Cleveland. It has proved a great success 
— even greater than any of us expected when we adopted it. We are 
especially pleased with the large hand of first and second books. I only 
regret that the first, especially, is not larger. I had, before seeing these 
books, tested that matter of size in writing in the Indianapolis schools. 
Pupils should at first write large and gradually reduce to proper size. I 
have also, for many years, been an advocate of doing away with guide lines 
to a much greater extent than any publisher has been willing to exemplify 
until very recently. The guide lines heretofore used in systems of penman- 
ship like the Spencerian have been a constant menace to good writing. 
They injure the eyesight of children, cramp the writing, and make the child 
believe he can write when he can only do so by being held up by the lines. 
He "goes wild " when these ate removed. 

Our pupils have taken intense interest in their writing, have achieved 
legibility that is astonishing, and speed that is very gratifying. Their 
writing does not have the grace of curve exhibited by the old Spencerian 
System, but it has a legibility so much greater, so much more serviceable, 
that we are glad to make the exchange. When pupils in the public schools 
did not have Drawing to develop and satisfy the aesthetic nature, we were 
obliged to pander to it through the writing. There is no longer any necessity 
for this. Indeed the Natural System of Vertical Writing has that kind of 
beauty which is within the bounds of utility; it is therefore doubly valuable. 
I am sure that our pupils and our teachers are almost unanimously in favor 
of the Natural System of Vertical Writing. 

Very truly yours, 

ly. H. JONES, 

Superintendent. 



The 

Fulfillment 
of the 
Promise 



State Adoptions*.. 

MISSOURI J' VIRGINIA 

A Few 
Large Cities 



BALTIMORE DAYTON E^LMIRA 

CLEVELAND ST. LOUIS LYNN 

BOSTON DULUTH KANSAS CITY 

BROOKLYN SAGINAW WILKESBARRE 

LOS ANGELES OGDENSBURG 



THE NATURAL SYSTEM OF 

VERTICAL ^ WRITING 



By A. F. Newlands and R. K. Row- 



State Supt. John R. Kirk, of Missouri^ writes: 

"Your Vertical Writing is of inestimable value to the state 
of Missouri. It is the greatest labor-saving device that has struck 
our state. I fear, how^ever, that it will be disastrous to the pub- 
Hshers of the Copy Books for the reason that the children will 
learn to write in the first and second grades, and need for copy 
books will be done away with in the higher grades. You have 
given us an immensely good thing. ' ' 



D. C HEATH & CO. 

BOSTON NEW YORK CHICAGO 



COURSE OF STUDY. 21 



reference to the thought expressed. Short poems to be memor- 
ized. 
Suppi.b;mkntary Exkrcisks: 

1. Dictation: frequent exercises in dictation as in previous 
grades. 

2. Composition: description of familiar things; narration of 
simple events; compositions from outline upon topics connected 
with geography and United States history. 

3. Letter- writing: continued practice in letter- writing, with 
thorough training upon social and business forms. 

4. Literature: pupils should study, memorize and recite choice 
passages of prose and poetry as often as once a month. Suitable 
poems: 

Longfellow's ''The Builders." 
Bryant's "The Snow-Shower." 
Lowell's "To the Dandelion." 



EIGHTH YEAR. 

[Hyde's "Practical English Grammar"— .State Series, pp. 181-268.] 

Continued application of facts taught in previous grades. 
Grammar: 

I. Syntax. — Uses or constructions of, {a) nouns; {b) pro- 
nouns; (<f) adjectives; {d) verbs; {e) infinitives; (/) participles. 
Review the work of the previous grades, particularly — 

1. The uses of the possessive forms of nouns. 

2. The uses of the nominative, possessive, and objective forms 
of pronouns. The correct use of zvho, which and that. 

3. The uses of the comparative and superlative forms of 
adjectives. The special uses of the and an or a. 

4. The double negative. 



22 COURSE OF STUDY. 



5. The correct use of prepositions. 

6. Special uses of conjunctions. 

II. Structure op the: Skntknce. 

1. Parts: subject and predicate — logical and grammatical. 

2. Elements — principal and subordinate; phrases; clauses. 

3. Classes: (a), according to form — simple, complex, and com- 
pound; {d) according to meaning — declarative, imperative, inter- 
rogative, and exclamatory. 

4. The simple sentence: subject; modifiers of the subject; 
predicate; modifiers of the predicate. 

5. The complex sentence; special study of substantive, adjec- 
tive, and adverbial clauses. 

6. The compound sentence. 

III. Analysis op Sentences. — General analysis of simple, 
complex and compound sentences. 

Supplementary Exercises: 

1. Dictation: frequent exercises as in previous grades. 

2. Composition: exercises in composition at least once a week 
upon topics similar to the ones suggested in the previous grades. 

3. Letter- writing: frequent exercises in letter- writing and in 
business forms. 

4. Literature: careful study of choice selections of poetry and 
prose, with especial reference to the thought expressed. Pupils 
should memorize a choice selection of prose or poetry as often as 
once a month. 

Suitable poems: 

Wolfe's "Burial of Sir John Moore." 
Bryant's "To a Waterfowl." 
Holmes' "The Chambered Nautilus.'' 
Extracts from Lowell's Prelude to "The Vision of 
SirLaunfal." 



